In the Desert

This song is for my new school’s Year 1 Musical “Pirates of the Pearl River”.  Four sets of pirates travel to the mountains, the rainforest, the cave and the desert before finding the treasure together on a tropical island.  The song is very simple and perhaps the lyrics are a little bit harsh as there is probably more to the desert than rocks and sand.  But after living their for a year last year I have to say that the desert is not the romantic sand dunes I wished for but more like a boring cat litter tray where no-one picks up their rubbish.

Anyway, if you need a simple song about the desert, here it is!




One of my main worries about any musical education is the lack of knowledge concerning basic instruments.  It seems to be expected that children will just know instruments or learn them by cultural osmosis.  Explicitly teaching what each instrument looks like, what it sounds like, what it is called and how you spell it correctly is not fashionable in our collective attempts to give a creative musical experience in class music lessons.  I have heard people say it’s not important if children don’t know the difference between a glockenspiel and a xylophone but I beg to differ – that’s the route to low expectations and ignorance.  

I deal with this by having a weekly instrument of the week for Key Stage 1 where I explicitly teach each instrument of the orchestra and then moving on to world instruments and band instruments, always at the beginning of each lesson as the children are entering the room.  In Key Stage 2, I give video examples of small groups of instruments for children to recognize and towards the end of Key Stage 2, I will show examples of orchestras, swing bands and other groups that use multi-instrumental ensembles.  This all means that as children enter the music room they encounter good quality, well performed music.  I also try to bring an instrument in, so my Year 1 pupils have all tried to play a violin, blow a flute mouthpiece and try to buzz a note out of a trumpet.  I find when they try to do it themselves, they more readily remember the instrument, its name and its sound.  

Our aim must be to get all children to know all orchestral instruments, the families, a good range of percussion, some world instruments, the parts of a drum kit and the names of various ensembles including what makes up a jazz band, a rock band, a concert band, an orchestra by the end of Key Stage 2.  If we can do this then it will be a great foundation for learning in the secondary phase.  If you think this is ambitious, think if we have 30 lessons a year and six years to teach a primary pupil music, why can’t they remember about thirty instruments in one hundred and eighty hours of tuition?

New head, new rules

I don’t normally comment on matters outside Music teaching but the recent controversy concerning a certain school in Great Yarmouth has made me think hard about leadership and how you would go about starting a new culture, especially in a place where the culture has been the complete opposite of the new regime.

Basically, when the new headteacher of this school in Great Yarmouth cofounded a free school in London a few years previously he was able to start a school culture from scratch as there was no existing school.  With fantastic colleagues and a clear vision, they were able to create an outstanding, trailblazing school.  The headteacher’s new school is a completely new kettle of fish.  How do you start a new culture in a school which already exists?

I wish him well, I really do.  Everything I have been told about this man is that he is a fantastic teacher, a good leader but it does seem that he can go a little bit too far when it comes to school rules and has been a little bit clumsy when communicating to parents and the public.  A little bit of context – the Great Yarmouth school has had poor prior results, not great discipline and an unfavorable OFSTED report.  So he wants to tackle the problems and his solution is something that most teachers would accept – making sure all students are in their chair in class, not out in the corridors messing around and ensuring that children are listening to the teacher, being polite and respectful and working hard.  Where this headteacher has come unstuck is he is actually spelling out what this may mean in practice and how serious he is.  Hence the talk about sick buckets in classrooms and stopping children from going to the toilet whenever they like.  By spelling all of this out he is making enemies and my fear is that he will be forced out with a big cheer and the school going back to failing its students.  There is nothing progressive about poor standards of work, results and behaviour and the nastiness from some sections of the teaching profession towards this man is absolutely appalling.  

There are some rules that I personally think are a bit harsh.  There are some which would have resulted in me getting a detention if I was at school.  But staying in your seat, listening to the teacher, getting your work done on time and walking around the school politely and sensibly is not unreasonable and the headteacher has every right to enforce the school rules.  I hope there will not be screaming and shouting and the humiliation of students (and parents) but in the end, I do not work at a tough, failing school and how you would turn one around is certainly not in my imagination.  I guess the big question would be whether I would send my daughter to this school.  And the answer is I simply would have moved house into a catchment with a good school.  But if in five years he has achieved his aim and the school has been turned around, then I would be much more willing to think about it.  Call me names for my unsupportive attitude but I certainly would not be the only one who is unprepared to send my children to an unsuccessful school.  This is why we need to sometimes take a step back and realize that the skill-set for such an upheaval is completely different from leading an already decent school.  

What I find interesting is that it is the motivation behind the rules that points favorably or unfavorably to the leader.  I know some terrible leaders who have many rules which are there to make themselves feel powerful and to have complete control over students, staff and parents.  But other leaders have many rules because they genuinely believe that it will benefit their students and turn their school around.  The mistake that many have made concerning this school in Great Yarmouth is that they think the new headteacher is on a power trip.  One way we can guess his motivations is by looking at his past actions.  Another is to see how he will treat his staff and what autonomy he will give them to do their jobs.  And from the words of his old students and colleagues we need to give him a chance because they think the world of him and believe he is genuinely trying his best to improve this school.

Will he succeed?  Sadly, I am going to say “no”.  I don’t think he has much chance.  I think he will be very successful starting new schools from scratch but to change an existing culture is incredibly challenging.  You can expel a dozen students and enforce rules but you cannot change hearts that readily.  The reason his old school was successful is they had the buy in from students, parents and teachers from day one.  I really hope I am wrong but we ought to wish him and his new school well rather than wanting him sacked for doing something that most of us would not even attempt to try. 

So the question is when do we speak out?  So many teachers have condemned this man, his rules and the way he has communicated them.  They say he is unfit to run a school.  That he should not be in the teaching profession.  That he is a right-wing fascist.  In the end his biggest sin is rather than say something like “all students must sit in their seat”, he’s detailing the excuses that some children make for leaving it and why he thinks these are unacceptable and what he will do about it if you try to take him on.  I wish I could say that kids would not do this but we all know that in tough schools there are children who will go completely out of the way to challenge authority and do as little work as possible.  He has chosen to not just say the easy things but explain what he is going to do.  Some of this may be bluster or hyperbole.  We don’t really know and he might not know himself how far he is going to go if he suspects a child with medical problems is really trying to skive off and play Candy Crush on their secret, illegal mobile phone on the toilet.  I think the only time we have a right to criticize is if this headteacher breaks the law or we suspect he is about to break it.

Let’s give a big thumbs up to all those teachers working in tricky circumstances and try to support each other, even when we disagree.  

The National Anthem

I have just finished working in Kuwait and I am reflecting on the successes and weaknesses that I encountered in this very large British international school.

One of the biggest successes was the National Anthem Bands.  By law, every child in Kuwait must sing the Kuwaiti National Anthem before starting lessons.  We went one better and got many children to play the national anthem on their instruments.  This meant that every child brought their instrument to school every single day and practiced at least something.  A few teachers got this to become a more dedicated practice time and one managed to get the carpentry team to install outdoor music stands so woodwind pupils could practice.  The band was also something that the children could join when they had made some good progress on their First Access instrumental courses in recorders, violins, clarinets and trumpets.

I wish in the UK we could emulate this and go back fifty years and insist all children sing the National Anthem of Great Britain.  However, it would probably end up in riots in Scotland, Ireland and Wales so I can understand why it will never happen!  Nonetheless, it is getting worrying that so many children don’t know the words of their own National Anthem.  It seems the only ones who do are football fanatics.   

If we could emulate this idea from Kuwait, I am absolutely certain it would improve performing standards in Britain.  There are instruments in the UK and there are children who have the desire to play them but we need to provide simple ensembles that don’t take up too much time as children are very busy with many different activities through the week.  The biggest fear is it would become yet another chore for music teachers to grind through.  But the principle is a good one.  Every child bringing their instrument into school every day and practicing every single morning.  Most music teachers would be delighted with that.

And if they can do it in Kuwait, why can’t we?

Invader Danger


I wrote a song about an invasive species of fish a few years ago called “Invader Danger”. Lionfish were found in the Caribbean and Bermuda a few years after they had escaped an aquarium in Florida.  All the lionfish in the Atlantic can be traced back to these six fish!  They eat many smaller fish in the coral reefs and have next to no predators. The population in the Pacific are kept in check by a species of whale that you don’t get in the Atlantic.  If you see lionfish on the menu please eat them so we can keep the coral reefs beautiful and full of fish.

I got all the children in Key Stage 1 to sing this song and they loved it.  It has a klezmer feel to it and the children like the bit where it slows down the most.  Please print out and enjoy.

Invader Danger Piano

Invader Danger Voice

Invader Danger

Traditional Tunes

Either by rote or using notation, Key Stage 1 children love the success of playing familiar tunes on tuned percussion instruments.  Next term is when we play traditional melodies.  I only use melodies that have up to six notes so two children can play on one xylophone or metalophone.  I have also used handbells to play these pieces.  I try to keep the music as clear as possible but I do have traditional notation for each one.  The main objective is not notation, it’s the success of playing the melody.  I have made some extra harder pieces too so that if they are too easy there are some harder versions which require two hands.  These can be played on the piano or keyboard.  

Feel free to use any of these melodies in your music class.

Music Department Audit

Is your primary school’s Music department fit for purpose?Take my quiz, add your score and see how you do!  It is very ambitious.  Almost no school will get the gold unless they are an all-through school in both Primary and Secondary phases.

Bronze Award

Does your school have concerts and recitals annually? (5 points)

Does your school have a musical play annually? (5 points)

Does your school have a choir? (5 points)

Does your school have an instrumental ensemble? (5 points)

Does your school have instrumental tutors coming into school? (5 points)

Does your school have an annual music trip somewhere local? (5 points)

Does your school teach recorders or ukuleles as a whole class? (5 points)

Do children sing outside of music lessons in their classtime? (5 points)

Do you have a wide selection of untuned classroom percussion instruments? (5 points)

Do you have some tuned classroom percussion instruments? (5 points)

Do you have a Music scheme of work? (5 points)

Do you have a Music policy? (5 points)

If you have over 50 points, give your school the Bronze Award.
Silver Award

Do you have at least two concerts where ensembles (and some soloists) perform and monthly recitals where soloists play? (5 points)

Is each class performing a musical play or a concert? (5 points)

Does your choir perform in two parts and fully understand how to use their head and chest voices? (5 points)

Does your school have a variety of different instrumental ensembles? (5 points)

Is there a wide variety of different instruments being taught at your school? (5 points)

Has any of your ensembles played away from school on a trip somewhere locally or internationally? (5 points)

Does each class have opportunities to play recorders, violins, ukuleles, African drums, or keyboard together as a class or in small groups? (5 points)

Does your school collaborate with other schools or with your music hub? (5 points)

Do you have a good quality stock of untuned percussion instruments so each child can play an instrument together as a class? (5 points)

Do you have a set of bells and a bell ensemble? (5 points)

Do you have an inventory of every instrument and resource in the department? (5 points)

Do you record children playing to assess the quality of their work? (5 points)

Do you teach the children to read musical notation as they sing and play? (5 points)

Do you teach the children how to use music technology? (5 points)

If you have over 60 points, give your school the Silver Award.

Gold Award

Do you have a concert and recital program where every one or two weeks there are musical ensembles and soloists including outside performers and community groups? (5 points)

Are there musical theatre performance opportunities for every child in your school and does your school recruit members for local amateur dramatic and musical theatre companies? (5 points)

Do you have an auditioned chamber choir as well as a mass non-auditioned choir? Can they perform from standard notation, without notation, accompanied and unaccompanied? Have you attended any competitions with your choir? (5 points)

Do you have a range of different ensembles with differing standards? For example, a beginners string ensemble, a training string ensemble and an advanced string ensemble? (5 points)

Do your students take and pass graded instrumental and singing examinations with excellent results? Are you a registered exam centre of have continuous dealings with another locally? (5 points)

Have you made recordings with your ensembles? Do they attend musical competitions? Do any of your players play with local, national or international ensembles? (5 points)

Do you have a culture where music making is normal and wide-spread in your school? Does every child play? (5 points)

Is your school a leader for other schools in your local area? Have you put on a music conference at your school? (5 points)

Do you lend out instruments to children so they can practice at home? (5 points)

Do you have an Orff ensemble of bass, alto and soprano xylophones and metalophones? (5 points)

Are your music teachers having excellent quality training and training other teachers themselves? (5 points)

Do you have recordings of every child and how they have improved over time in your school? (5 points)

Do your children perform to the highest of standards for their age and ability?

Can all children read music fluently? (5 points)

Can your children compose music using a notation package? Can they use a sequencer? (5 points)

Does your school have an excellent reputation for music? (5 points)

If you have over 70 points, give your school the Gold Award.